I Can / I Can’t

Individual work
- The teacher assigns one or more skill cards to the student.
- The student reads each card and decides whether they can or can't do that skill, and how well. They say a sentence using can/can't and then answer the three follow-up questions on the card.
- The teacher can model a sample answer before the activity.
For example: Cook — "I can cook quite well. I usually cook pasta or soup. I cook about three times a week, mostly for myself and my flatmate."

Pair / Group work (including breakout rooms)
- The teacher assigns one or more skill cards to each pair or group.
- Each student reads their card and presents their can/can't sentence and their answers.
- Their partner reacts and discusses:
Can you do this too? How well?
Who is better at this — you or your partner?
Is this skill useful or just fun?
Would you like to be better at this?
How did you learn this skill (or why can't you do it)?

- Then they swap cards and continue with a new skill.

Class sharing
Invite some students or groups to share their most interesting cards with the class.
The students can discuss:
- which skill most students in the class can do well
- which skill almost nobody can do
- which skill was the most surprising
- which skill would be the most useful to learn
- which skill would be the most fun to learn
- whose answer was the most detailed
- whether students learned their skills in similar or different ways